scholarly journals The analysis of statistical graphs constructed by primary school teachers

2021 ◽  
Vol 23 (6) ◽  
pp. 28-57
Author(s):  
Maria Maria Pereira Martins ◽  
Carolina Fernandes de Carvalho ◽  
Carlos Eduardo Ferreira Monteiro
Keyword(s):  
Public Schools ◽  
Primary School ◽  
Teaching And Learning ◽  
New Technologies ◽  
Statistics Education ◽  
School Teacher ◽  
School Teachers ◽  
Specific Knowledge ◽  
Primary School Teachers ◽  
Data Collection And Analysis

Background: Statistical graphs are widely used in society and are important in presenting data related to different topics. Statistics education aims improve the teaching and learning of statistics, which include the approaches to statistics graphs. Objectives: This article analyses the construction of statistical graphs by in-service teachers and their reasons for choosing these graphs. Design: It was conducted an empirical study from a qualitative perspective which investigated teachers’ choices and constructions of statistical graphs. Setting and Participants: The participants were 22 primary school teachers from public schools located in Recife Metropolitan Area, Brazil. They expressed their intention to be interviewed when they responded to a questionnaire applied among a larger number of teachers. Data collection and analysis: The interviews were composed of two tasks comprised of statistical data in which participants had to choose a type of graph, justify the choice, and construct a graph of a chosen type. It was carried out a content analysis of speech protocols. Results: The reasons for participants’ choices seemed to be related to their familiarity with the type of graph, and they constructed graphs with high levels of complexity. Conclusions: The results of this study emphasised the importance of primary school teachers developing specific knowledge about graphs through pre-service and in-service elementary school teacher education. The results from this research study offer new questions concerning the construction and the choice for statistical graphs, which include the influence of new technologies and the use of textbooks.

scholarly journals Pedagogical model of the formation of readiness for creative self-development of future primary school teachers

2021 ◽  
Author(s):  
А.А. Хафизова
Keyword(s):  
Primary School ◽  
New Technologies ◽  
Teaching Profession ◽  
Teaching Staff ◽  
School Teachers ◽  
Pedagogical Model ◽  
Primary School Teachers ◽  
Dynamic Transformation ◽  
Self Development ◽  
Creative Self

Актуальность статьи обусловлена тем, что образовательное пространство современности подвластна динамичной трансформации, которая предписывает постоянную эволюцию образовательной системы. Разрабатываются и апробируются новые технологии, применяются новейшие средства и формы обучения, в процесс обучения внедряется цифровая образовательная среда. В таких условиях представляется важным обратить особое внимание на подготовку педагогических кадров. В статье представлена авторская педагогическая модель формирования готовности к творческому саморазвитию будущих учителей начальных классов. Для прогрессии компонентов творческого саморазвития будущих учителей начальной школы использовались практические задания с творческим уклоном и творческие упражнения. Проанализированы и интерпретированы результаты исследования по эффективности педагогической модели формирования готовности к творческому саморазвитию будущих учителей начальных классов. Творческая направленность педагогической профессии требует подготовки будущих учителей начальных классов, способных к творческому саморазвитию. The relevance of the article is caused by the fact that the educational space of our time is subject to dynamic transformation, which prescribes the constant evolution of the educational system. New technologies are being developed and tested, the newest means and forms of education are used, a digital educational environment is being introduced into the learning process. In such conditions, it seems important to pay special attention to the training of teaching staff. The article presents the author's pedagogical model of the formation of readiness for creative self-development of future primary school teachers. For the progression of the components of creative self-development of future primary school teachers, practical tasks with a creative bias and creative exercises were used. Analyzed and interpreted the results of research on the effectiveness of the pedagogical model of formation of readiness for creative self-development of future primary school teachers. The creative orientation of the teaching profession requires the preparation of future primary school teachers capable of creative self-development.

scholarly journals Solving Mathematics Olympiad Problems Training for Primary School Teachers in Bulukumba District

2020 ◽  
Vol 1 (1) ◽  
pp. 50-54
Author(s):  
Said Fachry Assagaf ◽  
Suradi Tahmir ◽  
Muhammad Dinar
Keyword(s):  
Elementary School ◽  
Teacher Training ◽  
Primary School ◽  
School Teacher ◽  
Primary Teachers ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mathematics Class ◽  
Independent Tasks

This is elementary school teacher training to solve mathematics olympiad problems in Bulukumba district. The purpose of this training is to (1) provide information about mathematics olympiad in Indonesia (2) training teacher to solve mathematics olympiad problems, and (3) motivate  primary teachers to conduct olympiad class in their school.  The method is divided into two, namely the presentation and the independent tasks. The presentation focuses on the types of math competitions and the types of Olympic problems. Independent task aims to create and solve mathematics Olympiad problems for elementary school level. In addition, motivation was also being concerned in this training. The teachers were expected to use the problems in their mathematics class and also to identify students who potentially have ability join in mathematics competition. Abstrak Pengabdian ini berupa pelatihan olimpiade matematika tingkat Sekolah Dasar yang diperuntukkan bagi Guru Sekolah Dasar di Kabupaten Bulukumba. Tujuan pengabdian ini adalah untuk (1) memberikan pengetahuan terkait pelaksanaan olimpiade matematika di Indonesia (2) memberikan pemahaman terkait soal-soal olimpiade matematika, dan (3) memberikan motivasi kepada guru untuk melakukan pembimbingan olimpiade. Metode pelaksanaan terbagi atas dua yakni metode ceramah dan metode kerja mandiri. Metode ceramah berfokus kepada materi tentang jenis jenis kompetisi matematika dan jenis jenis soal olimpiade. Kerja mandiri bertujuan untuk membuat dan menyelesaikan soal olimpiade matematika tingkat SD. Selain itu, motivasi juga diberikan agar guru dapat mengadopsi soal tersbeut dalam kegiatan pembelajaran serta mencari bibit unggul yang dapat diikutkan untuk berkompetisi.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

Organization of teaching practice of future primary school teachers in the context of dual training system

2018 ◽  
Vol 32 (5) ◽  
pp. 942-954
Author(s):  
Natalia Khan ◽  
Aigul Syzdykbayeva ◽  
Fariza Kinzhibaeva ◽  
Gulmira Demesheva ◽  
Oryngul Abilova
Keyword(s):  
Primary School ◽  
Professional Education ◽  
Teaching Practice ◽  
School Teacher ◽  
Training System ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Content Type ◽  
Teachers Training

PurposeThe purpose of this paper is to bare the peculiarities and challenges of the dual training (DT) of the future primary school teachers in the Republic of Kazakhstan. The above-mentioned problem is quite urgent, as the system of VET and DT is a rather new experience for Kazakhstani system of higher education. Thereby, the paper makes an effort to demonstrate the forms of organization of DT at teachers’ training university.Design/methodology/approachThe instruments for gathering information (data) for this study were various primary school teachers’ training curricula adopted by Kazakh State Women’s Teacher Training University; in particular, curricula of teaching practice. Various types of teaching practice during the entire learning period are provided by the state educational standards of higher professional education. Therefore, the research utilized a retrospective analysis that allows identifying the nature and specifics of the primary school teachers’ training curricula.FindingsThe paper points out the necessity to strengthen practical orientation of future primary school teacher through the synthesis of academic and educational processes (in school). It also presents the differences between the organization of teaching practice based on traditional and dual approach.Originality/valueThe authors suggest project curriculum of continuous teaching practice during the entire learning process on the example of the specialty 5B010200 Pedagogy and methodology of primary education in the context of DT and some results of its implementation.

Teaching and Learning Theories Applied in Mathematics Classroom among Primary School Teachers

2017 ◽  
Author(s):  
Hamidreza Kashefi ◽  
Zaleha Ismail ◽  
Fariba Mirzaei ◽  
Chan Choon Tak ◽  
Sharifah Nasriah Wan Obeng ◽  
...  
Keyword(s):  
Primary School ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Learning Theories ◽  
School Teachers ◽  
Primary School Teachers

Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction

2015 ◽  
Vol 7 (4) ◽  
pp. 32-41 ◽  
Author(s):  
I.M. Zakharova
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Personal Characteristics ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Professional Activities ◽  
Psychological Training ◽  
School Networking ◽  
Academic Year

bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.

Primary School Teacher Vocational Education: Model Building

2019 ◽  
Vol 7 (6) ◽  
pp. 12-16
Author(s):  
V. Ulitko
Keyword(s):  
Primary School ◽  
Model Building ◽  
School Teacher ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Educational Standard ◽  
The Subject ◽  
Education Model ◽  
Additional Education

The subject of consideration of the author of the article is the problem of creating conditions for the formation of readiness of primary school teachers to act effectively in changing educational situations, to solve new professional tasks for the implementation of a new educational standard. The feasibility of leaving additional education in the field of informal, involving significant academic freedom, an active subjective position of the participants, their reflexive partnership, is substantiated.

scholarly journals Inspiring or confusing – a study of Finnish 1–6 teachers’ relation to teaching programming

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Ray Pörn ◽  
Kirsti Hemmi ◽  
Paula Kallio-Kujala
Keyword(s):  
Primary School ◽  
Domain Knowledge ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
National Curriculum ◽  
Computational Thinking ◽  
School Teachers ◽  
Primary School Teachers ◽  
Perceived Preparedness ◽  
Preparedness To Teach

There is limited research on teaching and learning of programming in primary school and even less about aspects concerning teaching programming from teachers’ viewpoint. In this study, we explore how Finnish 1-6 primary school teachers (N=91), teaching at schools with Swedish as the language of instruction, relate to programming and teaching of programming, one year after the introduction of the new national curriculum that included programming. The teachers’ relation to programming is studied by analyzing their view on programming, perceived preparedness to teach programming and their attitudes towards teaching programming. The main results of the present study are that the responding teachers approach programming in school with mixed emotions, but the majority claim to have sufficient preparedness to teach programming, and many of them have a positive attitude towards the subject. The findings indicate that the most important factor for high perceived preparedness and positive attitude is sufficient domain knowledge. The teachers’ views on programming are very diverse, ranging from focusing only on the connection to elementary step-by-step thinking to more sophisticated reasoning connecting to central aspects of computational thinking and other educational outcomes. The findings suggest that there is a need for educational efforts to make the connection between mathematical content and programming more visible for primary school teachers.

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